An Introduction to Applied Linguistics

Journal of Second Language Writing.
Ferris, D.R., and Hedgcock, J.S. (2005) Teaching ESL Composition: Purpose, Process, 
and Practice (second edition). Mahwah, NJ: Lawrence Erlbaum Associates. This 
book presents approaches to teaching ESL composition that are informed by current 
theoretical perspectives on second language writing and writers. The authors provide a 
comprehensive review of theoretical and research issues and discuss various pedagogical 
matters, including reading–writing relations, course design, teaching materials, teacher 
response, peer response, grammar, assessment and technology.
Kroll, B. (ed). (2003) Exploring the Dynamics of Second Language Writing. Cambridge, 
UK: Cambridge University Press. This edited volume presents a state-of-art overview 
of key issues and insights related to second language writing by well-established 
researchers. The volume consists of five sections that explore issues related to the 
nature and development of the field, voices of teachers and students, writers’ texts, 
contextualities of texts, and technology.
Leki, I., Cumming, A., and Silva, T. (2008) A Synthesis of Research on Second Language 
Writing in English. New York: Taylor & Francis. This book provides a comprehensive 
overview of research on second language writing in English. It consists of three sections, 
including contexts of L2 writing, instruction and assessment, and basic research on 
second language writing.
Matsuda, P.K., and Silva, T. (eds). (2005) Second Language Writing Research: Perspectives 
on the Process of Knowledge Construction. Mahwah, NJ: Lawrence Erlbaum Associates. 
This volume provides insiders’ perspectives on the process of conducting various types 
of second language writing research. Defining research broadly as inquiry – the act of 
constructing new knowledge and insights – this volume provides an understanding of 
various issues in conceptualizing a research project as well as collecting and analysing data.
Hands-on Activity
The texts below are a call for proposals for a professional conference and a draft 
version of one of the proposals. Read the draft proposal and answer the questions 
that follow.

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Writing
Call for Proposals
The 2009 Symposium Organizing Committee seeks proposals for 20-minute 
presentations that address various topics within the field of second language 
writing – broadly defined. Any topic related to second language writing is 
welcome, but we particularly welcome proposals that seek to challenge the 
status quo in the field by introducing new topics as well as theoretical and 
methodological approaches.
As always, we are interested in L2 writing issues in any second or foreign 
language and at various levels of education – from emerging literacy and 
adult literacy to L2 writing across the disciplines and in the professions. 
We also encourage proposals that connect L2 writing with other related 
areas of inquiry, such as computer assisted instruction, computers 
and composition, corpus analysis, language testing, rhetoric, writing 
programme administration and world Englishes. We welcome proposals 
from around the world.
Although there will not be a separate graduate student conference this year, 
graduate students are encouraged to submit proposals. After all, the future of 
the field of second language writing depends on today’s graduate students.
To submit your proposal, please use the online proposal submission form.
Proposals must be received by April 30, 2009 (Arizona Time/MST).
We look forward to receiving your proposal!
Paul Kei Matsuda and Tony Silva, Chairs
Symposium on Second Language Writing
An in-depth look at the education of EFL writing teachers
When it comes to teaching writing, few upper level faculty shoulder such 
responsibilities, and most tend to relegate this task to lower-level faculty or 
colleagues in the English Department. Due to the lack of specific training 
for faculty in dealing with the issues in student writing development 
and the time-consuming/ labor-intensive nature of writing courses, these 
courses are passed on to part-time writing instructors. Even though most of 
these teachers hold master degrees in TESOL (or related areas), they may or 
may not have the training to deal with the challenges of writing courses. 
Some are not prepared to handle the overwhelming essay grading tasks, 
and may not be fully competent to respond to student writing. In some 
cases, the writing proficiency of these teachers is questionable. The quality 
of writing instruction, therefore, suffers.
The purpose of this study is first to observe the practice of English 
writing education in four universities in Taiwan. Next, it investigates the 
preparation 20 EFL writing instructors have, and linguistic knowledge these 
teachers come with, prior to teaching writing classes in these universities. 
The recognition and ability to treat errors are also explored. Ultimately, by 
interviewing each teacher as an individual, this study identifies issues that 
may impact the value of current writing curriculum in higher education and 
further provide teachers with the knowledge and tools they need to work 
effectively with their student writers. The findings of this study not only 

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enhance our understanding of the essence of writing teacher education, 
but also consolidate and extend scholarship in studies of English writing,